北师大版（2019）选择性必修 第三册Unit 8 Literature Lesson1 The Last Leaf 教学设计
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| 名称 | 北师大版（2019）选择性必修 第三册Unit 8 Literature Lesson1 The Last Leaf 教学设计 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 北师大版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-11 12:04:29 | ||
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Unit 8 Literature Lesson 1 The Last Leaf--（教学设计）
【课题名称】北师大新教材选择性必修三Unit8 Literature Lesson1 The Last Leaf
主题语境：人与社会之文学与艺术
语篇类型：短篇小说
单元大观念：探究英语语言在文学作品中的表现力, 通过语言学习语言
课时小观念：学习赏析短篇小说
Core Competence（Linguistic Competence；Learning ability；Thinking quality；Cultural awareness）
文本分析：
【What】：本节课的语篇是美国作家欧·亨利的作品《最后一片叶子》, 讲述了一位老画家为患肺炎而奄奄一息的穷学生画最后一片长春藤叶的故事, 刻画了一个在社会底层挣扎了一辈子的小人物---老画家贝尔曼, 他饱经风霜、穷困潦倒，却热爱绘画艺术，为挽救一个青年画家的生命而献出了自己的生命。
【Why】：通过阅读，旨在让学生了解短篇小说的特点和要素，在文本信息梳理中领悟小说的主题意义；利用善意的谎言播种希望，而希望是生命的支撑。
【How】：本文属于完整的故事叙述，围绕Sue、Johnsy和Mr Behrman三个主要人物展开。故事以Johnsy染上肺炎为开端，以“最后一片叶子”为线索，以时间为轴，用诙谐幽默的语言和生动的环境描写推动故事的发展，“欧·亨利式”的结尾发人深省，令人回味。
学情分析：
对于英语文学，学生在中小学语文课程、历史名人等学科已有部分了解和阅读部分英译中文学作品的经历，通过语文学习已经培养了一定的文学赏析能力。但是对于欧·亨利短篇小说的基本构成要素、风格、写作手法以及相关专业术语的英文表达不熟悉，加上文学作品受到个人和社会影响，也加大了学生本课学习的难度。所以教师有必要提供相应的背景知识和词汇表达。另一方面，“欧·亨利式”的结尾、人物刻画、语言表达生动优美、文学修辞等，对学生具有很大的吸引力。
教学目标：
Teaching objectives
By the end of this class, students will be able to:
1. acquire more background information about the author O. Henry and his works;
2. read to get basic elements and underlying meanings in the story;
3. use state verbs and activity verbs to express meaning ;
4. identify and appreciate the writing features in the writing;
5. interpret what can be learned from the story and explore its theme;
6. develop and form the ability of lifelong literary appreciation.
Teaching important and difficult points
Important points:
1. Read to get basic elements and underlying meanings in the story;
2. Interpret what can be learned from the story and explore its theme.
Difficult points:
1. Identify and appreciate the writing features in the story;
2. Interpret what can be learned from the story and explore its theme.
教学过程：
Teaching procedures
Ⅰ.学习理解
Activity1：感知与注意
Step 1: lead-in
Based on Topic Talk , recall the different genres/types of literature.
(设计意图：回顾前一节Topic Talk内容，培养学生大单元意识，为导入新课做铺垫。）
Teacher presents a picture of a watch and a comb and encourages students to guess what literature work it is and who is the author.
(设计意图：用学生已有的文学阅读经历导入，激活学生的已有知识，激发兴趣，导入话题。）
Step 2: Activate and share
Teacher invites students to share what they already know about O. Henry. Questions in Ex. 1 can be helpful. Then teacher introduces more about the author.
(设计意图：鼓励学生分享已有背景知识，并进行适当补充，为本文故事学习做准备。）
Activity2: 获取与梳理
Step 3: Read and explore
Students read the story quickly and grab basic elements in it to finish Ex. 2 ;
Students read the story more carefully and complete the timeline with what happened in the story to finish Ex. 3;
With the help of the timeline and pictures, students use state verbs and activity verbs to express meaning by retelling the story;
Based on the plots, students then divide the whole story into 4 parts and decide which is beginning/cause, development, climax and ending.
(设计意图：利用层层递进的练习帮助学生快速阅读文本，获取小说中基本要素，梳理重要情节，处理部分语言，对故事脉络和文本结构基本掌握。）
Activity3: 概括与整合
Step 4: Read between the lines/Get underlying meanings
Students read the story again part by part and try to answer these questions to gain a deeper understanding of the story.
Beginning/Cause: How did the author describe pneumonia
Why did the author describe pneumonia in this way
Development: Behrman said, “This is not a place in which Miss Johnsy shall lie sick. Someday I will paint a masterpiece, and we shall all go away”. What did he mean
Climax: How did Johnsy change her attitude
Ending: Why did Mr Behrman get pneumonia
What do you think Sue's comment “it's Behrman's masterpiece” means
(设计意图:顺着文章脉络再次细读文章，理解文本深层含义。为后面的讨论做准备。）
Ⅱ.应用实践
Activity4: 描述与阐释
Step 5： Appreciating writing features (Group discussion)
Students discuss the following questions in groups to share their interpretations of the story.
1. How do you like the ending of the story
2. What literary devices have you noticed in the story Give examples.
3. What do you think of the personalities of these three characters, Johnsy, Sue and Behrman
4. How does the author use different words to express similar meanings in the story
(设计意图：通过小组合作，了解、探究、欣赏及归纳欧.亨利在本篇短篇小说中的四大写作特征：surprising ending, literary devices, characterization, variety in language，培养学生阅读文学作品的兴趣，学习文学语言，提高文学鉴赏的能力,激发学生热爱文学。）
Activity5: 分析与判断
Step 6：Think and share
Express Yourself (Group discussion)
What do you think the story is trying to express
How do you understand the title “The last leaf” What does it symbolize
(设计意图：对本文的主题意义展开小组讨论，分享见解，加深对该文学作品的理解，提升文学素养，提高赏析能力。）
Activity6: 想象与创造
Students read the following quotes and interpret the theme of the story.
The last leaf represents the spirit of kind heart and self-sacrifice. It radiates the glory of humanity, and creates the miracle of life- saving.
Belief，friendship are strong pillar of our life.
Ⅲ. 迁移创新
Homework
1. Search more information about O. Henry's short stories and his writing style online.
2. Read and share: read another short story of O.Henry to talk about its main characters, setting, plots and appreciate its writing features including “O.Henry's ending ”, vivid and humorous language, literary devices and characterization.
Ⅳ. Self-assessment after the lesson
In this lesson, I have learnt to:
acquire more background information about the author O. Henry and his works; ( )
read to get basic elements and underlying meanings in the story; ( )
use state verbs and activity verbs to express meaning ; ( )
identify and appreciate the writing features in the story; ( )
interpret what can be learned from the story and explore its theme. ( )
（Tick what you have learnt in the class.）
Unit8 Lesson1 The Last Leaf Short stories O·Henry Three elements of short stories O·Henry’s Writing Features activity verbs state verbs Four elements of plots Theme
Ⅴ. Blackboard Design
教学反思：
ⅤⅠ. Teaching Reflection
English literature is different from Chinese literature in style , genre and technique, students are not very familiar with the English expressions of related terms, which makes it more difficult for them to learn this short story. On the other hand, literary works are full of imagination and language expression is vivid and beautiful, which is very attractive to students.
This lesson consists of Learn to understand, Apply to practice, and Transfer to innovate. By leading and instructing students to find out how to read and appreciate a short story through different activities, which involve getting the basic elements of short stories, obtaining four elements of plots, reading further to get the underlying meanings, exploring and appreciating writing features as well as exploring the theme of the story, the View of activity-based English learning, deep learning, the scaffolding of learning and core literacy have been implemented, forming a typical and effective example of how to deal with short stories in the textbook.
By the end of this lesson, teaching objectives have been achieved and students can develop and form the ability of lifelong literary appreciation to a certain degree. Short story is one of the most important literary genres. Its content is short and pithy, which is suitable for senior high school students. Teachers need to study the contents of the text , dig out the connotation of the story, choose reasonable teaching methods, carefully design tasks and activities, and organically combine the cultivation of core literacy with the practice of reading teaching so as to implement the fundamental task of discipline education.
【课题名称】北师大新教材选择性必修三Unit8 Literature Lesson1 The Last Leaf
主题语境：人与社会之文学与艺术
语篇类型：短篇小说
单元大观念：探究英语语言在文学作品中的表现力, 通过语言学习语言
课时小观念：学习赏析短篇小说
Core Competence（Linguistic Competence；Learning ability；Thinking quality；Cultural awareness）
文本分析：
【What】：本节课的语篇是美国作家欧·亨利的作品《最后一片叶子》, 讲述了一位老画家为患肺炎而奄奄一息的穷学生画最后一片长春藤叶的故事, 刻画了一个在社会底层挣扎了一辈子的小人物---老画家贝尔曼, 他饱经风霜、穷困潦倒，却热爱绘画艺术，为挽救一个青年画家的生命而献出了自己的生命。
【Why】：通过阅读，旨在让学生了解短篇小说的特点和要素，在文本信息梳理中领悟小说的主题意义；利用善意的谎言播种希望，而希望是生命的支撑。
【How】：本文属于完整的故事叙述，围绕Sue、Johnsy和Mr Behrman三个主要人物展开。故事以Johnsy染上肺炎为开端，以“最后一片叶子”为线索，以时间为轴，用诙谐幽默的语言和生动的环境描写推动故事的发展，“欧·亨利式”的结尾发人深省，令人回味。
学情分析：
对于英语文学，学生在中小学语文课程、历史名人等学科已有部分了解和阅读部分英译中文学作品的经历，通过语文学习已经培养了一定的文学赏析能力。但是对于欧·亨利短篇小说的基本构成要素、风格、写作手法以及相关专业术语的英文表达不熟悉，加上文学作品受到个人和社会影响，也加大了学生本课学习的难度。所以教师有必要提供相应的背景知识和词汇表达。另一方面，“欧·亨利式”的结尾、人物刻画、语言表达生动优美、文学修辞等，对学生具有很大的吸引力。
教学目标：
Teaching objectives
By the end of this class, students will be able to:
1. acquire more background information about the author O. Henry and his works;
2. read to get basic elements and underlying meanings in the story;
3. use state verbs and activity verbs to express meaning ;
4. identify and appreciate the writing features in the writing;
5. interpret what can be learned from the story and explore its theme;
6. develop and form the ability of lifelong literary appreciation.
Teaching important and difficult points
Important points:
1. Read to get basic elements and underlying meanings in the story;
2. Interpret what can be learned from the story and explore its theme.
Difficult points:
1. Identify and appreciate the writing features in the story;
2. Interpret what can be learned from the story and explore its theme.
教学过程：
Teaching procedures
Ⅰ.学习理解
Activity1：感知与注意
Step 1: lead-in
Based on Topic Talk , recall the different genres/types of literature.
(设计意图：回顾前一节Topic Talk内容，培养学生大单元意识，为导入新课做铺垫。）
Teacher presents a picture of a watch and a comb and encourages students to guess what literature work it is and who is the author.
(设计意图：用学生已有的文学阅读经历导入，激活学生的已有知识，激发兴趣，导入话题。）
Step 2: Activate and share
Teacher invites students to share what they already know about O. Henry. Questions in Ex. 1 can be helpful. Then teacher introduces more about the author.
(设计意图：鼓励学生分享已有背景知识，并进行适当补充，为本文故事学习做准备。）
Activity2: 获取与梳理
Step 3: Read and explore
Students read the story quickly and grab basic elements in it to finish Ex. 2 ;
Students read the story more carefully and complete the timeline with what happened in the story to finish Ex. 3;
With the help of the timeline and pictures, students use state verbs and activity verbs to express meaning by retelling the story;
Based on the plots, students then divide the whole story into 4 parts and decide which is beginning/cause, development, climax and ending.
(设计意图：利用层层递进的练习帮助学生快速阅读文本，获取小说中基本要素，梳理重要情节，处理部分语言，对故事脉络和文本结构基本掌握。）
Activity3: 概括与整合
Step 4: Read between the lines/Get underlying meanings
Students read the story again part by part and try to answer these questions to gain a deeper understanding of the story.
Beginning/Cause: How did the author describe pneumonia
Why did the author describe pneumonia in this way
Development: Behrman said, “This is not a place in which Miss Johnsy shall lie sick. Someday I will paint a masterpiece, and we shall all go away”. What did he mean
Climax: How did Johnsy change her attitude
Ending: Why did Mr Behrman get pneumonia
What do you think Sue's comment “it's Behrman's masterpiece” means
(设计意图:顺着文章脉络再次细读文章，理解文本深层含义。为后面的讨论做准备。）
Ⅱ.应用实践
Activity4: 描述与阐释
Step 5： Appreciating writing features (Group discussion)
Students discuss the following questions in groups to share their interpretations of the story.
1. How do you like the ending of the story
2. What literary devices have you noticed in the story Give examples.
3. What do you think of the personalities of these three characters, Johnsy, Sue and Behrman
4. How does the author use different words to express similar meanings in the story
(设计意图：通过小组合作，了解、探究、欣赏及归纳欧.亨利在本篇短篇小说中的四大写作特征：surprising ending, literary devices, characterization, variety in language，培养学生阅读文学作品的兴趣，学习文学语言，提高文学鉴赏的能力,激发学生热爱文学。）
Activity5: 分析与判断
Step 6：Think and share
Express Yourself (Group discussion)
What do you think the story is trying to express
How do you understand the title “The last leaf” What does it symbolize
(设计意图：对本文的主题意义展开小组讨论，分享见解，加深对该文学作品的理解，提升文学素养，提高赏析能力。）
Activity6: 想象与创造
Students read the following quotes and interpret the theme of the story.
The last leaf represents the spirit of kind heart and self-sacrifice. It radiates the glory of humanity, and creates the miracle of life- saving.
Belief，friendship are strong pillar of our life.
Ⅲ. 迁移创新
Homework
1. Search more information about O. Henry's short stories and his writing style online.
2. Read and share: read another short story of O.Henry to talk about its main characters, setting, plots and appreciate its writing features including “O.Henry's ending ”, vivid and humorous language, literary devices and characterization.
Ⅳ. Self-assessment after the lesson
In this lesson, I have learnt to:
acquire more background information about the author O. Henry and his works; ( )
read to get basic elements and underlying meanings in the story; ( )
use state verbs and activity verbs to express meaning ; ( )
identify and appreciate the writing features in the story; ( )
interpret what can be learned from the story and explore its theme. ( )
（Tick what you have learnt in the class.）
Unit8 Lesson1 The Last Leaf Short stories O·Henry Three elements of short stories O·Henry’s Writing Features activity verbs state verbs Four elements of plots Theme
Ⅴ. Blackboard Design
教学反思：
ⅤⅠ. Teaching Reflection
English literature is different from Chinese literature in style , genre and technique, students are not very familiar with the English expressions of related terms, which makes it more difficult for them to learn this short story. On the other hand, literary works are full of imagination and language expression is vivid and beautiful, which is very attractive to students.
This lesson consists of Learn to understand, Apply to practice, and Transfer to innovate. By leading and instructing students to find out how to read and appreciate a short story through different activities, which involve getting the basic elements of short stories, obtaining four elements of plots, reading further to get the underlying meanings, exploring and appreciating writing features as well as exploring the theme of the story, the View of activity-based English learning, deep learning, the scaffolding of learning and core literacy have been implemented, forming a typical and effective example of how to deal with short stories in the textbook.
By the end of this lesson, teaching objectives have been achieved and students can develop and form the ability of lifelong literary appreciation to a certain degree. Short story is one of the most important literary genres. Its content is short and pithy, which is suitable for senior high school students. Teachers need to study the contents of the text , dig out the connotation of the story, choose reasonable teaching methods, carefully design tasks and activities, and organically combine the cultivation of core literacy with the practice of reading teaching so as to implement the fundamental task of discipline education.